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Great idea! How do you structure these portfolios? Is there a time for individual or group reflection on them, periodically during the proejct year? Who sees'em?
Brian Drayton,
3/27/1998
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Thanks for your comments. Our Lead Evaluator prepares guidelines for the portfolios. He asks questions like "What is your role in the project?" "What are your goals and philosophy?" "What outcomes do you hope to achieve? "What evidence of success?" We submit all to him, and he reads all of them, then incorporates portions into our evaluation report. Our central staff also all read the portfolios and discuss them from the point of view of "where are we?", "where are we going?" and "how do we get there?" So it's a great tool for formative evaluation. The Evaluator's summary and commentary on those portfolio comments are sent to the school principals, teacher-mentors, science supervisors, etc., so that all are informed.
Jacalyn Willis,
3/27/1998
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Our Lead Evauator uses major portions of the portfolios to provide a context for our evaluation data. The narrative compilation of these portfolio contents, with the Evaluator's comments, is reproduced and shared with a large number of people who might be interested. So, the "project staff" who see the portfolio materials include the teacher-mentors (who facilitate workshops), our outreach staff, our own office staff, university faculty involved in workshops and school visits, district staff who work closely with our office staff, and principals of participating schools.
Jacalyn Willis,
6/1/1998
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Thanks for the idea. I'm wondering who is included in your definition of "project staff." Are these the involved teachers, or teacher specialists/facilitattors with responsibilities for staff development, central office staff, or who?
Dave Calhoun,
6/1/1998
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